This paper outlines an attempt to loosen the existing role and structure of the traditional "thesis" as the key undergraduate learning instrument within universities in Thailand. It does so by describing an exemplary project -- Polly's project - that uses technology to facilitate an exit from the "regulatory space" in which thesis operates. The project succeeds in exiting this regulatory space by forming - outside of its jurisdiction - an "aggregate" body from which a cumulative intelligence is established. Operating out of such a space, a working process is liberated allowing a wider visionary scope and access to a set of productive forces ordinarily not considered permissible. The inclusivity afforded by the process achieves an extreme productivity that exposes the existing limitation of thesis, calling for its redefinition and transition to a wholly more pertinent educational instrument with new ambitions.